[article]
Titre : |
The SCERTS model: Implementation and evaluation in a primary special school |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Jan O’NEILL, Auteur ; Lisa BERGSTRAND, Auteur ; Karen BOWMAN, Auteur ; Katherine ELLIOTT, Auteur ; Leslie MAVIN, Auteur ; Sue STEPHENSON, Auteur ; Claire WAYMAN, Auteur |
Année de publication : |
2010 |
Article en page(s) : |
p.7-15 |
Langues : |
Anglais (eng) |
Index. décimale : |
PER Périodiques |
Résumé : |
An increasing range of educational, communication, behavioural, sensory, and relationship-based interventions for children on the autism spectrum are being used, both in special and mainstream school settings. As yet, there s limited evidence for the efficacy of many interventions (Jordan, Jones and Murray, 1998; Francis, 2005; Autism Intervention Research Trust, 2006—2010; Parsons et al, 2009), but there is an emerging consensus on what constitutes good practice (eg NIASA, 2003; SIGN, 2007; DCSF, 2009). This paper evaluates the implementation of the SCERTS model (Prizant et al, 2003) with four pupils on the autism spectrum within a primary special school. The author, Jan O’Neill, a Senior Educational Psychologist, makes the point that SCERTS encompasses many of the key principles of good practice and can be seen as a way of working with children which alters the culture of the school and adult style, rather than as a single intervention. An excellent analysis has been made on the effects of the introduction of SCERTS based on data on the children’s progress and the views cf ail the professionals involved in the work. |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 |
in Good Autism Practice - GAP > 11-1 (May 2010) . - p.7-15
[article] The SCERTS model: Implementation and evaluation in a primary special school [Texte imprimé et/ou numérique] / Jan O’NEILL, Auteur ; Lisa BERGSTRAND, Auteur ; Karen BOWMAN, Auteur ; Katherine ELLIOTT, Auteur ; Leslie MAVIN, Auteur ; Sue STEPHENSON, Auteur ; Claire WAYMAN, Auteur . - 2010 . - p.7-15. Langues : Anglais ( eng) in Good Autism Practice - GAP > 11-1 (May 2010) . - p.7-15
Index. décimale : |
PER Périodiques |
Résumé : |
An increasing range of educational, communication, behavioural, sensory, and relationship-based interventions for children on the autism spectrum are being used, both in special and mainstream school settings. As yet, there s limited evidence for the efficacy of many interventions (Jordan, Jones and Murray, 1998; Francis, 2005; Autism Intervention Research Trust, 2006—2010; Parsons et al, 2009), but there is an emerging consensus on what constitutes good practice (eg NIASA, 2003; SIGN, 2007; DCSF, 2009). This paper evaluates the implementation of the SCERTS model (Prizant et al, 2003) with four pupils on the autism spectrum within a primary special school. The author, Jan O’Neill, a Senior Educational Psychologist, makes the point that SCERTS encompasses many of the key principles of good practice and can be seen as a way of working with children which alters the culture of the school and adult style, rather than as a single intervention. An excellent analysis has been made on the effects of the introduction of SCERTS based on data on the children’s progress and the views cf ail the professionals involved in the work. |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 |
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